So welcome our second panelist, Rafa.
So we are joined by Rafa Pastor,
Director of the UNED Higher School of Computer Engineering.
And he will present university's digital
assessment system, known as Valija Virtual.
A secure and innovative tool that has transformed
how we manage large-scale online examination
while maintaining academic rigor and integrity.
- Okay, thank you.
I'm trying to show you a real-time demo
because I think it's more interesting for you
to see how we are managed on the final
part of the teaching cycle for UNED.
I have a brief presentation, so.
Okay, this is my name, I am Rafael Pastor Vargas.
I'm from the Computer Science Faculty.
I'm the Dean now of the faculty for six years.
It's on term now because I have been
re-elected just one week ago, so I don't know
if I have to be congratulated, but it's my turn again.
Okay, the idea of the presentation is to show you
some questions about the evaluation system that is mentioned before.
We call Valija Virtual, which is a virtual ball, okay?
The term Valija is a Spanish word which means,
you know that in the diplomatic area,
you have to interchange some documents and so on.
We have some metal box for storing the
documents, so we have a key and so on.
This is why we use this term because in the past,
we use these boxes for delivering the
text and physical exam to the student,
to center associates from Spain and the other side, okay?
You know, here you have the three main phases for teachings.
Okay, the enrollment from the student,
the teaching and grading for continuous evaluation.
This is done by the Aguada platform.
I think Emilio mentions about that,
how many students we have, how we can use.
I can show you if you want one example from my courses,
my actual courses on the second semester,
if you want to see how we structure in a methodological way the courses.
But the idea of the presentation is to center on the exams area, okay?
The final part of the grading.
I hear some questions about this method,
so you can make any question, whatever you want.
Only raise your hand.
So in the middle of the presentation,
it's not for me, so it's okay, okay?
So the idea is to present the cycle for the exam.
You see three domains.
What's the first is the preparation of the exam.
You have here, okay?
This is the main way we use the virtual ball,
Valija virtual application for storing the information.
In this end, we can do the exam in two ways.
One, on a typical way, making a document with a word, a word, or a pdf,
so with a specific format, but we use the Valija virtual ball
for add all the information the student needs in the exam.
Okay, the subject code and all the information you need.
I can show you an example of the exam, if you want, okay?
The second part, when we have the exam in the virtual ball, okay?
We have to deliver the exam to the students, okay?
Maybe not really to the student,
but the central associate where the student make the exam.
Okay?
You mentioned before, I heard that you mentioned
why we are doing the exam in a physical, face-to-face way.
I remember something like that, okay?
So I can ask you later why is the reason.
We don't know, we use only electronically, okay?
The third part is the evaluation of exams, okay?
When the student finish their exam, the exam are digitalized, okay?
So we have a pdf with all the exam in real time,
for the students, for the teachers to grade the exam.
I show you another application, really it's the same.
Well, we call return ball, (speaking in foreign language) Okay?
We use to correct an automatic grading of the exams, okay?
And finally, the qualifications for the grading
application, we use to join the evaluation,
we're doing the continuous evaluation part with the exam,
because in all, in the major part of the
subject, we have one part of the grading
corresponds with the evaluation, continuous
evaluation, and another one for the exam.
In my case, in my subject, more or less I have 50 or 60% to the exam
and the rest for continuous evaluation.
We have, you know, I'm teaching in a engineering course,
so we need to make practice, that practice, okay?
So the idea is to combine two kinds of things, okay?
Well, this is the teaching tools area.
You have a lot of application here, okay?
We have a very large amount of application
for the teaching process in unit, okay?
The first part of the, the last part from the teaching,
you have here in the left upper left part,
we have the access to the Agura platform
and the other platform we have, the old platform we were using before,
now the Agura, we have using Agura three years ago, more or less, okay?
So the old platform is called ALF,
which is, its name is Active Learning Framework.
I'm being part of that in the first years of the century, okay?
I was in charge of the technological center
and development center education tools for
unit, near of more than 10 years, okay?
I know something about this issue, so, okay?
So the idea is, this first part is to concrete,
to access to the learning courses, okay?
It's only virtual, okay?
I don't know if you are mentioned about, we have a neighbor system,
so we have the learning courses in the center, as you see the center,
we have tutors with physical face-to-face
sessions with the student, okay?
The student unit has the mandatory regulation
about to have 12 sessions, 12 face-to-face
session, every student unit, okay?
For all the, you know, all the student we
have, which is a lot of the student, okay?
In the lower part you have here is the teaching part
for the evaluation, the grading and so on, okay?
Just in the lower part of the left, okay?
You have here the virtual board, this is the first issue,
this is the first item you have here, okay?
And the rest of the application, I'm going to show you every one, okay?
This is the virtual board's main page,
I try to have several, to show you several areas, okay?
I don't know if we have access to the,
because we are now with some problems in, no, this is another,
you have here a lot of applications, okay?
(silence)
It's not here, okay, I show you the, the present, okay?
Here you have the main part of the virtual board, is this area, okay?
Which means that this is my subjects in green color,
this is my subject, which has all the exams,
virtual or digital for students, okay?
We have usually to have the exam maybe three,
two months before the exams go on, okay?
More or less, so we have several colors for every subject
to make all the, to do all the virtualization of the exam, okay?
You can see here, I have seven subjects, okay?
And another similar one in the first semester,
it's only for the second semester, okay?
We've had two types of access,
this is a teacher access and this is the coordination,
the second, the part, the right part of the virtual board
is for the coordination teacher, okay?
We have the teacher's team, usually at least have two members,
one is the coordinator, in my case, for
example, in three of these subjects,
and the rest of the team, maybe depending on,
depending on the number of students of the
subject, we have more or less teachers, okay?
So we have also two options in the upper
part, which is statistics, that is for
me, because I'm the Dean, I have access,
and only statistics about if all the teachers
have done the virtualization of the exam,
how many people have done, how many exams have done,
and the other part is the information of the,
we have in the exams, the obligation,
the rule to be in contact with all the tribunals, okay?
In the Spanish area and the international area.
If you have one incident, remember, you have a problem with that,
with what question about, I don't
mean, I understand this kind of thing,
so we have two persons in the two weeks for exams,
we have two weeks, one in the, now in the last week was the first,
and the next week is the second option.
The student have, can choose one of that, okay?
Can select one of that.
Okay, this is the principal interface for the virtual world.
You can see, we have at the left several, the number of exams we have.
You can see one, two, three, four, five,
seven exams we have to digitize, okay?
For every exam you have to say, to mention or to put the properties,
the time for the exam, the number of pages, if it's a
development exam, an hybrid exam or a text type exam.
We have the three type of exam.
And at the left, sorry, at the right of every,
every type of exam, you have the actions.
The first action is the cipher action,
which mean we can upload one exam and to be cipher, okay?
Because all our exam is stored in a
cipher way in the virtual box, okay?
So not everyone with any private,
with no private key or something like that can access to the exam,
because release comprise in one devices so in the
general case, in the general repository of exams
we have developed for the virtual world.
You can edit, view and delete all the information.
Usually we have one type of, one model for every exam, you know,
A, B, C, D, depending on the teacher.
So at least you can, you must digitize as teacher,
you must digitize one exam for every type of exam.
The first week, second week, exams in
USA, in the East USA, in the West USA,
we have several exams for all the people all around the world, okay?
Also in the lower part, sorry,
because it's Spanish, it's not related, okay?
We have to check all the information before we finish the task, okay?
You can check, you have to print the exams only one time
because the idea of the virtual world
is to delete the use of paper, okay?
Just one print to see you have,
to check, see if the exam is good, you know?
You have 20, 30 question for the type of
exam and all the information you include.
For example, you have to, the ability to use additional material,
books or maybe a calculator or something like that, okay?
So all the information is put in advance
two months before the exam is gone, okay?
When you revise to check all the items for all the exams, okay,
you can process the information with the last
button, store the information so you check
and your subject is highlighted with the green, the green color.
You see what you have the red, which is not exam detailed,
yellow for one or more exam is detailed and green is all is okay, okay?
Which is the main idea.
You see before because it was two months ago.
So really I have all my work is done, okay?
This is the right part, you have the main properties.
In the main properties of the document,
you have the ability to set the number of pages.
If you have a test type questionnaire,
you need a specific paper for read the information, okay?
The number of minutes for the student
to complete the exam, usually we have three,
three values, 60, 90 and 120 minutes more or less, okay?
One hour, half an hour and two hours, okay?
This is a more typical configurations.
The model for the exam, if you have a test type questionnaire,
you have the number of question, okay?
Or 30, 20, 10 depends on the exam, okay?
You can select what kind of additional
material is permitted for a student.
I mentioned before, calculator, the official books,
another complementary material and whatever you want.
And finally, you can upload the document.
The document is in an open format, but when we see for the exam,
we add, okay, some information on the header of the document
so we can push the document to have for
every paper, for every page on the exam,
you have all the information for the exam, okay?
When the exam is printed in the assistance
center, include the name of the student,
the national identification card number
and all the information related with the exam,
number of minutes for the exam and all the
information, okay, all automatic, okay?
Here's the, I mentioned, sorry, that we can upload a document, okay?
Word or PDF is usually, but in the pandemic years,
we will use another application which is AVEX,
which is Aula Virtual Examiners, Virtual Classroom Area, okay?
So the idea was to create an application which have several properties
to provide real-time video software feedback.
So it's a kind of proctoring software, something like that.
It's not really because we don't know
store or save any information in the video, okay?
Only some image, I think I remember every minute,
more or less, something like that, okay?
The idea was to have all the virtual exams electronically,
okay, in this area, only for the pandemic.
Actually, we are using, for example, in my case,
as a question bank, so I can produce new exams,
I can do that, I can do that,
grouping, for example, the exam by blocks,
subject models or something like that,
by difficulty and the number of exams.
So it's a very good tool for making a lot of exam,
and it's integrated with the virtual box,
the other application we see before, okay?
So we can send this information,
this exam really, or literally, sorry, to the virtual box.
So we can upload the exam, or maybe we can
use AVEX, the questionnaire application, okay?
You have here all the information,
it's something similar for an exam for the
virtual ball, you have to set the minutes,
the punctuation, the grade for every successful, as well or not, okay?
And something like that, okay?
You can see all the information,
you can customize if you want all the questions
just in one space or one by one, okay?
This is really the more suitable option for an electronic exam.
We have some experience, maybe some bad experience,
using all the information, showing all the
questionnaires, because we have a lot of students.
For example, in pandemic, I remember,
in this faculty in psychology, we have several problems,
because the students were coordinating
how they respond for all the people.
We are talking, maybe in the first courses of psychology,
10,000 or something like that people coordinating, okay?
Something like that.
There are some videos in Instagram or something like that,
in social network, that they show how they do,
and if they have an exam, so they vote for,
you have 5,000 votes, it's very, (laughs) okay?
Well, you can choose also if you want to order,
to have a random order for the blocks or for the question.
The block have some, if are containers for the question,
you can choose, for example, if you have a block with 10 question,
you can choose how many question of this block can show,
and you can select, or you can make the system select randomly, okay?
It's very interesting, because you can generate
a lot of exam in a very easy way, okay?
This is the reason I am using today also, okay?
Well, you have here, the editor is very simple, you see?
You can choose if you want, again, the type of exam,
this type, hybrid, to a combination of test,
questionnaire, or development, because,
or a test area for the question, okay?
In the case of the question type, or test type,
you have here the choose of the selection,
you can include actually the HTML, for example,
in my case, equations, and something like that.
You can include image, but it's a very simple application,
okay, because it's thinking by being efficient in real time.
Remember, we are doing more or less,
nearer 200,000 exam in a week, for example,
so maybe we can easily have 5,000 or 10,000 exams
in just minutes, okay, at the beginning
of the session of the exam, okay?
You have here an example, I make this exam yesterday, okay?
I don't remember what we can use again, so I basically make a question,
you can see here a simulation, you can see here the first step we have,
the first step is to check your camera, and so on.
Remember I mentioned before that we don't store video,
but we store some images, at random, more or less, random sample time,
one minute, something like that, okay?
In order to see if there are any strange things,
you know, okay, the people are saying
that part of the screen, or you have not consented
material in the exam, something like that,
it's not really very useful, but we have the check.
Then you have the instruction about the
exam, which is stored in the application,
and finally you have a declaration by the student
in order to use the information and the access to the exam,
okay, they have to send, okay, with the checkbox you have here.
And this is a type of exam they found, this is a virtual exam, okay?
This is not corresponding with a virtual world,
the virtual world exam are face-to-face
in the associated centers, okay?
So this is very important.
We use this kind of virtual exam only in the pandemic area, okay?
Here you have, you can see here in the center of the page
that I show one by one question, okay?
In order to try not to show all the question,
because, and in my case I don't allow to go back,
so you can to make the question and then advance to the next,
and you can not go back to any question, okay?
Because it's very important, it's very similar,
I don't know, when we have the exam for certification
in Microsoft or something like that, you don't can go back, okay?
The only way to show that you can review all the information
or you get information about the review of the question, okay?
This is the third pass, we have the exam in the virtual world,
maybe with document, maybe generated by AVEX,
for example, in my case, in some subjects I mentioned I use, okay?
The next pass is the delivery of the text.
This is the virtual ball application
and configuration and system in Associated Center, okay?
You have three photos here, okay?
The properties are first,
the person, the customization of the exam for every student,
every student when he/she has to enter in
the area, they have their student card, okay?
The student card really have a barcode,
which is really the national identity card number, really, okay?
So with these two numbers, it's possible to enter.
They see what the assignment they have in the session and they choose.
If you want one, it's straight,
but maybe you can choose, it depends on the session.
So the student has to choose the exam.
This is the first photo.
You see the student with the identity
card and the barcode reading, okay?
The exam is automatically printed for that.
You can see in the second photo in the upper part,
you can see that the classroom running is divided by rows and columns.
You see in Spanish, file five, file six, file seven, file H.
So you can also, one of the properties of the virtual bot
is that they put the student in a correct way, okay?
Separating, for example, a student, we have with the same subject.
Letting some spaces between them,
something that depends on the capacity of the classroom, okay?
So it's all automatic.
So they get an exam and sit in the particular site is a SACNET, okay?
It's only, this is the best way to automatize all the information.
I came from the first, I started the unit in the 2000,
something like that, and we make all this manually, okay?
We had to put every student here to deliver by hand the exam.
So this is more or less,
we have running the virtual bot more or less
2008 or something like that, 2009, okay?
So we have 12 years or more than 15 years using the virtual bot.
It's a very good application for us.
The virtual application, you have another checkpoint,
which is the last photo at the lower part,
which is a teacher, which is in the checkpoint.
Checkpoint is just one computer, one scanner for
digitize all the exam, and all the information we need
to check the accountability of the exam, how many students have to,
had not finished the exam, the times for every student.
Remember, we have three type of three typical configuration
for the duration of the exam, 60, 19, and 120 minutes, okay?
So you have to see with the information.
When the exam is, the time of the exam is excessive, okay?
The application gets another, okay, for every student.
So we can get very quickly how many students
it has to give us the exam for digitize and so on, okay?
And other very important part is that the epson
send it automatically to the central repository of epson.
Okay, I can see the exam several minutes after my session
of the epson, which my session is been doing.
I have access to the exams, okay?
Usually, minutes, maybe, okay?
Here is the other application.
We can make the exam, the student make the exam,
we can access to the student exam, all, okay?
This is the, we call the return ball,
Valija de Retorno, which really is the ball,
the virtual box, but oriented to correct
and grading the information of the exam, okay?
You can see one example, okay?
Here is the last year.
I delete all the information from the student, of course,
okay, and you can see all the exam for every student.
You can select the term, for example, June or February, et cetera.
The type of exam, you see there are several type of exam,
first week, second week, and so on, okay?
Of course, the subject, so you can filter on information,
be, to be, to see the statistics for your
exam in every session you need, okay?
You have here for every exam, for every student,
three option, you can download the exam in PDF form, okay?
You can correct, you have another application,
correct application, we can make some
comments or add some text on the PDF,
and correct digitally the information of the exam, okay?
And you can, of course, send the information
of the correction to the other application,
which is the qualification application, okay?
This is the last part, this is the qualification application.
You see that this is an old-fashioned application, okay,
because we have an application with a lot of time, okay?
We are trying to change that, okay?
So basically, you can put the grade here,
it's integrated with the return ball, okay?
In the case of the test type questionnaires,
it's important to say that we have the ability
to automatically correct the exam case.
We have to define the templates for every exam.
You know, for example, you have 20 question, A, B, C,
you have a template, you have to correspond
every template with every exam you have,
maybe two or three, depends on the number of students
for every week or every consideration.
And when you load this template,
you can load information from the other
students automatically to correct all.
In my case, I don't have a lot of
students, maybe 200 or something like that,
in third courses, something like that,
but for example, in psychology or law,
we have 2,000 or something like that,
so it's very useful to correct automatically all the information, okay?
This is the final part.
I think if you have all the process,
we follow for the evaluation, the final
part, not all the process for the learning
and teaching process in the platform, but how we works with the exam.
I like to show you some of this.
I don't know if it's going on because we have problem with today.
To show you, well, this is Sabora, this is the OpenLMS.
(mouse clicking)
I'm going to show you some, this is, for example,
the real-time system we are teaching now, okay?
This is a typical configuration for a virtual course, okay, for us.
Usually we use the module, the contents, the approximation, the model,
so for every module, every subject you have here, we have contents,
usually one form for every thematic area, okay?
Questionnaires, auto-evaluation questionnaires
for the units, all the information for aspects,
and of course, the practice, lab practice, okay?
We use a lot of information or remote labs
or virtual labs, for example, in ULDS and
so on, on Google Cloud Platform and so on.
I don't know if we can access to the virtual box, VoltaBall.
(mouse clicking)
We have, I remember we have two hours,
something like that, we have problem with the
single sign-on and certain kind of question,
you can get access authorization to the services, okay?
So I mentioned in the first slide of the presentation,
you have our campus with all the information and so on.
We have problem with the authentication with the unit campus.
Usually you have access to another kind of,
the basic services we have, for example, Aura and something like that,
but for example, in the case of the grading
information is not possible because now,
this is, we have no access for all the services, okay?
So my idea is what was to show you something real.
(laughing)
- Please be serious.
I know it's... - No, no, no, no, no.
- Oh, okay, thank you, thank you and sorry.
Thank you very much again.
- This is the alternative.
This is for us, okay.
- Yes, well, I did have several questions
when you were going through this trajectory.
For instance, one question and probably then later on,
not to take too much time, I could somehow ask these questions.
The first thing, for instance,
you said that for the course you are co-teachers,
like you and the teacher who is kind
of leading teacher, we could say so.
Is there always two people or the team could be more?
Because as I understand, the students are quite a lot
and then probably there is one teacher,
then number, I mean, leader and number of others.
With these, do you have just one syllabus
with some kind of deviation of either teaching methods
or assessment from other teachers
or this is just one single one you agree with
in terms of teaching, content, methodology, assessment?
So that's the first question probably.
- Maybe it's more easy for me to answer as well.
- Okay, yeah.
- We're still one by one because it's a very interesting
question because in terms of the number of teachers,
we have the tutors' roles also,
which helps with maybe usually with the grading
or the continuous evaluation, the worst and something like that.
For in the case of the engineering,
it's not really the same, but in law and psychology,
it's true they grade a lot of practice.
Maybe the ratio for correcting is about one tutor.
by 15, 16 more or less works, something like that.
We have at least two teachers, usually one of
the leading coordinator, we call the coordinator,
because if there are any problem with one of them,
we try to maintain at least the experience
of the contact with the student by one person at least.
In subject with a law for student,
the minimum size for the teacher is four or five teachers.
The maximum, I don't remember, but there is no limit.
There is no limit.
How they coordinate, I think is the question
that really we coordinate internally in the subject teacher
and for the titulation, for the grade or
for the master or something like that.
We have several commissions.
I think this is something that is defined
by our national accreditation agency.
So we have a mandatory issue to have these meetings
and to combine, to agree with all those information.
How are the contents?
How are the practice?
Usually you have more or less two weeks
and one month meeting between the teachers
talking about improvements or something that you are seeing
that the student is not going well or something like that.
So it's one of the issues of the coordination.
It's more or less easy between the
teacher because we are more or less, okay?
But the question we have also, the coordination with the tutors, okay?
Remember, probably in one of the first courses,
first course is like psychology, 200,000, I think, no,
212,000 students, for example, in the first course,
they have approximately 6,000 tutors.
So it's a very complex question.
So usually we'll have several documents
to provide feedback to the tutors
that what are the tasks they have to do, okay?
What are their obligation about how to correct,
what kind of forced interaction must have with the student.
Usually they have their own groups in the Aura system,
the OpenNMS system, which is really a modern system.
They coordinate.
So the teachers coordinate in between
them and also with the tutors, okay?
This is a consuming time process in our case.
Depends on the size, in terms of the number of students,
it's not really because, for example, we have in computer engineering,
science, that is in four, and then in four, that really we have 30, 40,
something very similar, well, not similar,
because we are the bigger computer science faculty
on the Spain, maybe one of the Europe, okay?
We have 5,000 students more or less for being engineering,
and we are the bigger part of all Spain.
But in our case, in the four, three degree,
we are in between 30 and 100, something like that.
So we really don't need maybe one tutor,
so we can internally speak with them
to make, not only to share information about,
we document, but we have meetings maybe with our tools
at the beginning of the semester, okay?
Because we say, "You have to do it.
"You have to share, maybe to store some video
classes "for that," or something like that.
Depends on the teams, on the process of things, okay?
- Okay, thank you.
That means you have this regulation in place,
and then you follow the regulation in terms of planning and design.
Now, the second question would be,
you've said that you are kind of working together
to coordinate the design and how the implementation process goes.
Do you regularly receive the feedback
from the students as well, and how satisfied they are?
And if you do, how then you react?
That is one question, and here comes another quality indicator,
the success rate of the students as well.
So, when do you get them, and then do you
have the obligation to respond on that or not?
So, this is from the quality point,
and the set question, and I have a
number of them, but I will stop there.
The third one is, are you kind of tracking
the learning outcome, assurance of learning
outcome, achieving of learning outcome,
and if it is coordinated with other teachers,
other professors from other courses
to achieve the program learning outcomes?
So, these two questions.
- Well, the two questions are very related, okay?
In the particular case for the teacher, this is a national policy
by the National Academic Association of Spain, which is called ANECA.
We have to make,
now is the time we have to do a report annually.
The time has now to two years, but every year, not by now,
in the next year, it will be two years.
We have to review all the information we
gave with the feedback from the students
to see what the things are not going well,
what are the best aspects to improve in the subject area,
and all the reports have to be done at the beginning of the year,
February or something like that, okay?
I say that before, this was one year, and then ANECA changed that.
This is particularly for every subject.
Every subject has to review all the information
you mentioned, the integration, the great ties,
and so on, all the information we put in the memories
we send to the accreditation agency, okay?
So you have to check if the information is correct,
or you have to change some of the
metrics you use in the information, okay?
This is for the subject.
In the case of the grade, for example,
the master, we have a commission,
and usually we have a person in charge of the commission.
Usually I'm in charge because I'm the Dean,
but usually we have one working person about that.
For example, in our engineering informatics grade,
we have a coordinator for the titulation, okay?
Not for the subject, the things for the teacher,
and this person is in charge of to check
if the learning outcomes are mapped, are completely full,
or there are some missing information on that.
We get all the reports for the things, okay?
And make another titulation report, okay?
This is the mandatory by our accreditation agency.
And provide feedback about the titulation metrics,
because you have the subject metrics and the titulation metrics, okay?
Provide improvements for the titulation.
Maybe we can see that there are some learning outcome,
there are so many chairs on some specific subject.
For example, you have very heavy,
in terms of hours, practice or lack of practice
in the subject, so we check everyone a year.
In June, we will have one to discuss
about that in our commission, okay?
The report is sent to the national accreditation agency.
The report includes the titulation report
and every single report for every course for the teacher, okay?
This is our main way of working for the
accreditation, the quality accreditation, okay?
I don't know if you have any questions.
I'll try to get that.
What?
- I use a student, I'm assigned to a specific center
where I can go for exams and for tutorial.
If I'm traveling, can I go to any location which is close to--
- Whenever you want.
For example, if you are on holidays in Japan,
you have here one, so it is a total space.
Depends, usually the minor part of the student
goes to the, we choose in the enrollment process.
So for example, in Madrid, you have several ones.
You choose one, because Madrid is very big,
but I live in the north part of Madrid, I choose that one.
But if you are working or you are on holidays
or something like that, you have the two
options also, so you can choose to make that.
But the only restriction here is you have to warn
to the associated center destiny, okay?
It's the only restriction, one week before the exam.
I go to Miami to make some business with that, something like that.
You can call, you can make, write an email, okay?
- Thank you.
- Hi, I have a question.
Could you focus on problems, I mean the incidents.
It was written in one of your slides.
Incidents, what kind of incidents you
faced during the first two phases?
- Ah, in the exams, okay.
- Incidences.
- Incident is a very general problem.
You have a lot of problems.
Maybe the most typical ones can be a bad exam.
For example, it's very common that a teacher
make a mistake, for example, in just, for
example, in one question in a test type.
As well, for example, the number of
the question are not correct number.
Maybe you have two, another two, and something like that.
Another type of common problem is with the images
on the exam, because remember, I mentioned
that we digitalize the exam, okay?
In the process of digitalization, we have to add the header.
So really, the document is comprised in size.
And so sometimes, the image are not very well comprised.
Okay, and so it's this.
So another typical, it's not really a common, it's an incident.
This is why we use the term.
If the student have a doubt about some question,
he or she doesn't understand about what is the subject
or the initiator of the question, for example.
I cannot resolve this complex,
because I miss a variable, something like that.
Remember, we have all these teacher which are in the center setting.
Maybe there is no one about the discipline of the exam.
Okay, this is one of the idea of the incident,
because when we have one issue about that,
the tribunal calls to us or make the
question about this problem with the exam.
It's really not a problem, it's a misunderstanding
of the question or something like that.
Although maybe the answer you have in the exam.
This is more the common, typical incidents we have, okay?
In the case of a problem with the exam,
we have to, depends on the severity of the problem,
sometimes we have to send some additional
or some complimentary exam, something like that.
With one of the type of problems, the
last one, is the, this is a sample, okay?
To provide, because the exam is bad.
It's wrong and cannot be used by the student.
So it's resolved in real time, okay?
This is more, not typical.
There are a lot of issues, very particular.
I can't go with, but maybe if this session is storing
in video, it's better not to say it publicly.
A lot, incidents, everything you can imagine in the exam, okay?
- Is there any questions?
So, thank you, Rafa.
- Thank you.
- So we are going to a coffee break in the same place
that yesterday the faculty of education, and after,
please stay with you all, you're belonging,
because later we go to a visit to the laboratory with Sergio, okay?
At 12.20, he's waiting for us there.